Sample Schemes of Work and Lesson Plans GCSE in D&T: Graphics OCR GCSE in D&T Graphics: J303 Unit A534: Technical aspects of designing and making This Support Material booklet is designed to accompany the OCR GCSE in Design and Technology: Graphics specification for teaching from September 2009. © OCR 2008 Contents Contents 2 Introduction 3 OCR GCSE in Design and Technology Graphics: Sample Scheme of Work 5 OCR GCSE Design and Technology Graphics: Sample Lesson Plan 2 of 27 26 GCSE in Design and Technology: Graphics Introduction Background Following a review of 14 – 19 education and the Secondary Curriculum Review, the Qualifications and Curriculum Authority (QCA) has revised the subject criteria for GCSEs, for first teaching in September 2009. This applies to all awarding bodies. The new GCSEs have more up-to-date content and encourage the development of personal, learning and thinking skills in your students. We’ve taken this opportunity to redevelop all our GCSEs, to ensure they meet your requirements. These changes will give you greater control of assessment activities and make the assessment process more manageable for you and your students. Controlled assessment will be introduced for most subjects. OCR has produced a summary brochure, which summarises the changes to Design and Technology: Graphics. This can be found at www.ocr.org.uk, along with the new specification. In order to help you plan effectively for the implementation of the new specification we have produced these Schemes of Work and Sample Lesson Plans for Design and Technology: Graphics. These Support Materials are designed for guidance only and play a secondary role to the Specification. Our Ethos OCR involves teachers in the development of new support materials to capture current teaching practices tailored to our new specifications. These support materials are designed to inspire teachers and facilitate different ideas and teaching practices. Each Scheme of Work and set of sample Lesson Plans is provided in Word format – so that you can use it as a foundation to build upon and amend the content to suit your teaching style and students’ needs. The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching. The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself. GCSE in Design and Technology: Graphics 3 of 27 A Guided Tour through the Scheme of Work = Innovative Teaching Idea This icon is used to highlight exceptionally innovative ideas. = ICT Opportunity This icon is used to illustrate when an activity could be taught using ICT facilities. 4 of 27 GCSE in Design and Technology: Graphics Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 8 hours Topic Designing and planning Topic outline Suggested teaching and homework activities Suggested resources Points to note Introduction Pose the question: How do we design? Discussion should focus on key words such as analysis, specification… Many students will start this unit with considerable experience of designing and making at KS3 Give out two sets of cards - one set with the key words, such as “design brief”, and one with definitions of the words http://www.ider.herts.ac.uk/school/coursewar e/design/overview/overview.html is a good example of the type of design process commonly used in schools http://www.designcouncil.org.uk/en/AboutDesign/managingdesign/The-Study-of-theDesign-Process/ gives a more complex design process that might be considered The definitions of the stages in the design process may vary from centre to centre but it is important that students have a clear understanding of how the stages fit together in a process that moves from identification of a need through to evaluation of a product The concept of a circular design process should be considered - evaluation and testing identifies further design problems It is important to show some innovative and creative designs at this stage to inspire the students Design skills Students to work in groups to match cards and definitions to form a design process Review the group answers and produce a final design process Students to make a copy of the design process Pose the question: Is good design just following the stages in the design process? Lead the group towards the idea of creativity and sustainability and that design will not progress unless designers take risks and ‘think outside the box’ = Innovative teaching idea GCSE in Design and Technology: Graphics http://designicons.harrods.com/designersand prod.php# shows a range of iconic ideas = ICT opportunity 5 of 27 Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 8 hours Topic outline Planning = Innovative teaching idea 6 of 27 Topic Designing and planning Suggested teaching and homework activities Show examples of pioneering designs and consider why they are so Pose the question: What is planning and why do we need to plan? Gather student thoughts through group discussion Explain the two stages of: 1 Choosing and preparing materials 2 Planning work to make best use of materials, components, equipment and resources Explain the essential points of a good plan are detail and order Students to produce a plan to make a simple product, such as a pop up card, and present their final plan to the rest of the group Suggested resources Points to note Many students find it difficult to plan because it is about visualising what you want to happen. This is an important skill that they should develop. Developing a plan from something that they, or someone else has made, will help develop their planning skills = ICT opportunity GCSE in Design and Technology: Graphics Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 8 hours Topic outline Tools and equipment Focused designing and making task Topic Designing and planning Suggested teaching and homework activities Group to consider each plan in terms of detail (is there sufficient to make the product?) and order (are the stages in the correct order?) Teacher gives a brief talk on the tools and equipment available to the students Teacher gives appropriate Health and safety instructions Students make a brief note on the equipment and tools available to them and keep for later reference The teacher introduces a focused design and make task by giving the students a design brief and specification Students to undertake designing, planning and making. The designing and planning stages are to be completed on 2 sheets of A3 paper and the task should be completed within 4 hours = Innovative teaching idea GCSE in Design and Technology: Graphics Suggested resources Points to note The range of tools and equipment will differ from school to school. It is important that at an early stage students are given an overview of the tools and equipment. The teacher may wish to focus on the tools and equipment to be used in the focused design and make task given later in this module of work It is important to keep this focused design and make task to a time schedule so that students experience designing, planning and making within a reasonable timeframe = ICT opportunity 7 of 27 Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 8 hours Topic Designing and planning Topic outline Suggested teaching and homework activities Design ‘dimensions’ What is meant by such terms as working economically, sustainability, environmental, moral and cultural issues? Definition of each of the above to be given to the students Students to consider outcomes of their focused design and make task against these design ‘dimensions’ = Innovative teaching idea 8 of 27 Suggested resources Points to note This aspect is revisited in later modules of work for this unit but it is an important aspect that will need to be re-enforced throughout the course = ICT opportunity GCSE in Design and Technology: Graphics Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 10 hours Topic Materials Topic outline Suggested teaching and homework activities Suggested resources Points to note Classification Explain the range of materials included within this specification - paper, card, thin sheet plastic, foam board, Styrofoam… This section is about giving an overview of the materials that are used in this specification Give a brief outline of the source of these materials It is important that students get the chance to handle these materials at an early stage Give a brief outline of the forms in which these materials are purchased Pose the question: What is a property of a material? Group to reach a definition. Explain the two types as physical properties and aesthetic properties Select (and use) materials is an important aspect in the marking criteria for the controlled assessment in unit A533 Physical and aesthetic properties Explain the physical properties of materials are - hardness, toughness, flexibility, impact resistance, strength and strength to weight ratio Students to make notes so that they have an understanding of each of the physical properties = Innovative teaching idea GCSE in Design and Technology: Graphics Samples of each of the materials under consideration Students to use a standard report form which has headings showing the physical and aesthetic properties Samples of materials = ICT opportunity 9 of 27 Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 10 hours Topic outline Manufacturing processes = Innovative teaching idea 10 of 27 Topic Materials Suggested teaching and homework activities Explain the aesthetic properties of materials are - colour, texture and surface finish Students to make notes so that they have an understanding of each of the aesthetic properties Divide the class into groups. Each group to consider the physical and aesthetic properties of one material Each group to give a brief report on their material to the rest of the class Establish the key manufacturing processes as: 1 Hand fabrication methods 2 Forming of sheet material 3 Printing methods 4 Finishing (including die cutting, Suggested resources Points to note http://www.howstuffworks.com/ gives a good overview of printing process with video clips and animation http://www.bobs.co.uk/print/Offset.html gives a good summary, in text and diagrams, of lithography The best way of demonstrating manufacturing processes is for students to see them. If they are not available in school visits can sometimes be arranged = ICT opportunity GCSE in Design and Technology: Graphics Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 10 hours Topic outline Topic Materials Suggested teaching and homework activities Suggested resources folding, varnishing… 5 Joining methods Points to note There is a lot of excellent material on the internet to show manufacturing processes. Teachers should source and check their own resources to supplement what they have available in their school It is important that students get a good idea of the joining methods that are available and where these can be appropriately used CAD/CAM Demonstrate the use and application of each of the processes using school based technology or computer based demonstrations Explain the common methods of joining materials as: 1 adhesives and tapes 2 temporary fixes such as Velcro A range of materials and joining methods A worksheet that allows students to record joining methods and where they can appropriately be used and plastic clips Demonstrate the range of joining methods available in the centre Students to test joining methods to establish = Innovative teaching idea GCSE in Design and Technology: Graphics = ICT opportunity 11 of 27 Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 10 hours Topic outline Topic Materials Suggested teaching and homework activities Suggested resources Points to note an appropriate joining method for a specific situation = Innovative teaching idea 12 of 27 Students to complete the worksheet so that they have a record of their findings = ICT opportunity GCSE in Design and Technology: Graphics Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 10 hours Topic Materials Topic outline Suggested teaching and homework activities Suggested resources Points to note Smart and modern Pose the question: What is a smart material? Give students a definition of a smart material Explain/demonstrate types of smart and modern materials. These should include thermo chromic inks, photo chromic material, shape memory alloys, piezoelectric… http://en.wikipedia.org/wiki/Smart_material gives a good definition of a smart material and an explanation of the main types of smart materials http://www.tep.org.uk/Frames/_f_leaflets.htm l contains a leaflet on smart materials During the life of this specification new materials and applications will be developed. Emphasis on definition, types and applications will allow new materials to be introduced as and when they become available It is important to get students thinking about the implications of the design decisions they make and to think about using materials and processes in a way that will have little impact upon the environment Products can be more made more sustainable by reducing the materials used, using alternative materials… Environmental and sustainability issues Show a number of applications of smart and modern materials Students to design their own use for a smart or modern material Class to consider what is meant by environmental and sustainability. Reach a definition of both http://www.eco-schools.org.uk/ gives good background knowledge on environmental and issues Outline some of the main environmental issues such as carbon footprint, carbon offsetting, disposal of products… http://www.packagingenvironmental.co.uk/ shows some good examples of sustainable packaging Explain sustainability issues through posing the question: Can we continue to package products in the way we currently do? = Innovative teaching idea GCSE in Design and Technology: Graphics = ICT opportunity 13 of 27 Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 10 hours Topic outline Designing and making task = Innovative teaching idea 14 of 27 Topic Materials Suggested teaching and homework activities Group to consider the impact of a specific product, such as a package for a small electrical item, has on the environment and how it could be made more sustainable Students to write a concise report on a specific product under the headings: 1 Impact on the environment 2 Improving sustainability Designing and making task. This task reverses the two elements - making and design in order to re-enforce the knowledge above Suggested resources Points to note Orthographic drawing of the product to be made A selection of materials and joining methods The product that the students make could be a package, display stand or prototype model. The product should be relatively simple to make but allow scope for students to make choices in terms of materials, manufacturing processes and joining methods = ICT opportunity GCSE in Design and Technology: Graphics Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 10 hours Topic outline Topic Materials Suggested teaching and homework activities Students to make a product from a given drawing. Students have to select the materials, manufacturing processes and joining methods based upon making a product that functions well but has little impact on the environment and is therefore sustainable Students to present their final design and justify their selections = Innovative teaching idea GCSE in Design and Technology: Graphics Suggested resources Points to note = ICT opportunity 15 of 27 Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 16 hours Topic Processes Topic outline Suggested teaching and homework activities Suggested resources Points to note Scale drawings Explain what is meant by a scale drawing method A range of drawing exercises developed in schools The following scale drawing methods should be taught through a series of drawing exercises: Models to support the drawing exercises http://www.bbc.co.uk/schools/gcsebitesize/d esign/graphics/drawingformalrev1.shtml gives a good overview of the scale drawing methods Individual schools should adjust the degree of difficulty of the drawing exercises to the ability of the students. It is better to start with some easier exercises and then ‘stretch’ the students by adding in different features such as dimensioning or scale. There are good opportunities for differentiation in this area A range of drawing exercises http://www.bbc.co.uk/homes/design/colour_w heel.shtml gives a colour wheel and various links to the use of colour http://www.bbc.co.uk/schools/gcsebitesize/d esign/graphics/drawingsketchingrev1.shtml gives good examples of enhancement techniques Individual schools should adjust the degree of difficulty to the ability of the students. In some cases it will be better for the students to apply the enhancement technique to pre-printed outline drawings Enhancement techniques = Innovative teaching idea 16 of 27 1 Third angle orthographic views 2 Sectional views 3 Assembly drawings 4 Isometric drawing 5 Perspective drawing Explain what is meant by an enhancement technique The following enhancement techniques should be taught through a series of drawing exercises: 1 Application of tone 2 Thick and thin lines 3 Rendering 4 Colour theory = ICT opportunity GCSE in Design and Technology: Graphics Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 16 hours Topic outline Graphical interpretation of data Developments Topic Processes Suggested teaching and homework activities Suggested resources Points to note Explain what is meant by a data presentation technique A range of data/statistics in various formats The following data presentation techniques should be taught through a series of drawing exercises: http://www.bbc.co.uk/schools/gcsebitesize/d esign/graphics/ gives some good examples of graphical interpretation of data Individual schools should adjust the degree of difficulty to the ability of the students. Schools may wish to concentrate on presenting the same data, such as weather related statistics, in a number of different ways Individual schools should adjust the degree of difficulty to the ability of the students. There are good opportunities for differentiation and design in this area. Developments of simple vehicles are always popular with students 1 Graphs 2 Bar charts 3 Pie charts 4 Pictographs Explain what is meant by a development (net) A range of drawing exercises developed in schools Students should develop their understanding of the developments of common shapes, such as a cube, prism, cylinder or pyramid, through a series of drawing exercises. Students should understand the following features of developments: Models to support the drawing exercises http://www.bbc.co.uk/schools/gcsebitesize/d esign/graphics/drawingsketchingrev1.shtml gives good examples of the developments of basic shapes 1 Fold lines and cut lines 2 Glue tabs and fold in flaps 3 Locking tabs = Innovative teaching idea GCSE in Design and Technology: Graphics = ICT opportunity 17 of 27 Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 16 hours Topic Processes Topic outline Suggested teaching and homework activities Suggested resources Points to note Mechanical systems Explain what is meant by a mechanical system A range of mechanical systems Demonstrate the following mechanical systems: A design problem based upon a mechanical system Over a period of time schools should build up a range of examples of mechanical systems http://www.flying-pig.co.uk/ gives very good examples of paper and card models. This site also includes free downloadable developments of some models A range of simple products that the students can take apart, measure and draw in various ways Hand and computer drawing methods should be seen as of equal value. Candidates should be encouraged to use both during the course Designing and making task = Innovative teaching idea 18 of 27 1 Levers and linkages 2 Pop up systems Students construct a mechanical system from a given plan and then adapt for a further use Designing and making task. Students to use an existing product (must be 3D) and accurately represent it (2D) using the skills taught in this module Schools may wish to opt for hand or computer drawn technology or a combination of both = ICT opportunity GCSE in Design and Technology: Graphics Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 10 hours Topic Product analysis Topic outline Suggested teaching and homework activities Suggested resources Points to note Criteria Explain what is meant by product analysis Establish criteria for product analysis such as: The criteria for the analysis of products can vary from school to school (this could be linked to work for A532) Once the product analysis criteria have been understood this exercise can be repeated over a period of time with different products Health and safety is best taught in the context of practical work being undertaken. This module seeks to establish some basic safety principles, in terms of good practice and risk assessment, before more specific work is undertaken by students Health and safety 1 Function 2 Market 3 Sustainability Group to look at the analysis of an existing product in order to establish how the criteria area used Students to individually analyse a range of products over a period of time and to the criteria established Explain the importance of safety Consider safety under the headings: 1 Personal protective equipment 2 Machine guards 3 Dust and fume extraction 4 Waste disposal = Innovative teaching idea GCSE in Design and Technology: Graphics http://www.schoolsnetwork.org.uk/Article.asp a?PageId=218514 gives a good example of an iPod product analysis sheet = ICT opportunity 19 of 27 Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 10 hours Topic outline Quality = Innovative teaching idea 20 of 27 Topic Product analysis Suggested teaching and homework activities Students to give examples under each of the headings and make a basic set of safety rules for the working area Introduce the idea of safety symbols communicating a message with the minimal use of words. Why? Consider common safety symbols used in the practical areas Students to design a safety symbol Consider basic risk assessment procedures. Students to carry out risk assessments on various tasks and grade on a scale of 1 - 10 Discuss what is commonly understood by Quality. Use examples of products students feel are good and bad quality. Consider why? Distinguish between quality of design and quality of manufacture Suggested resources Points to note http://www.hse.gov.uk/pubns/indg184.htm gives good background knowledge on safety symbols Remember students might have a significantly different view of quality compared with adults. The important point is to get them to express why they consider one product to be quality and another not = ICT opportunity GCSE in Design and Technology: Graphics Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 10 hours Topic outline Topic Suggested teaching and homework activities Pose the question: How does the consumer know that something is a quality product? Consider marks and symbols used on products to inform consumers of quality standards Focused task Product analysis Internet research on symbols and analysis of products for quality symbols and marks Explain quality control checks in terms of types and purpose Students to design a quality control check for a specific purpose Students to explain: 1 What is being checked 2 The method of checking 3 The tolerance = Innovative teaching idea GCSE in Design and Technology: Graphics Suggested resources Points to note http://www.bbc.co.uk/schools/gcsebitesize/d esign/graphics/productionsystemrev4.shtml gives a good summary of quality control A number of common products on which quality control checks could be made at various stages in manufacturing Explain to students that a product can be: 1 a bad design made badly 2 a good design badly made 3 a bad design made well A product can only be a quality product if it is good design manufactured to a high standard. The materials and the manufacturing processes will have a big impact on consumer perception of quality The product is largely unimportant in this case it is the understanding of the significance of quality control checks The tolerance is a broad term for the degree of accuracy required = ICT opportunity 21 of 27 Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 10 hours Topic Computer applications Topic outline Suggested teaching and homework activities Suggested resources Points to note Principles Explain the principle that computer applications are just modern forms of paper and pencil (communication) http://www.prodesktop.net/ gives details of one of the most commonly used CAD/CAM packages Explain the difference between CAD and CAM with reference to specific examples of software/equipment http://www.techsoftuk.co.uk/2dv2.htm gives details of a CAD/CAM package used in schools There is no specific CAD package for this specification. Schools should use the facilities available to them. Test questions are on general principles that apply to all CAD packages Show students examples of CAD/CAM work Discuss the advantages and disadvantages of using CAD/CAM Students to work on a series of CAD exercises to build up skills and understanding of the school based system http://www.autodesknews.com/uk_autocad_ qb/index.php?page=editing&DCMP=Web_LT Main gives details of a design package that can be used free of charge for 30 days There are a lot of free CAD software packages available through the internet on a 30 day trial. It is unlikely that schools will be willing to download these packages to their network systems but students may be able to do so for use on a home computer CAD = Innovative teaching idea 22 of 27 = ICT opportunity GCSE in Design and Technology: Graphics Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 10 hours Topic Computer applications Topic outline Suggested teaching and homework activities Suggested resources Points to note CAM Students to work on a series of CAM exercises to build up skills and understanding of the school based systems http://www.technologysupplies.co.uk/ shows the range of CAM equipment suitable for use in schools There is a wide range of CAM equipment available. At the top end of the range a laser cutter may cost around £10,000 but towards the bottom end a vinyl cutter less than £200. Both are appropriate pieces of equipment to demonstrate CAM Focused practical task Individual designing and making task using CAD/CAM. The task should be limited to a specific period of time Guidance sheet to show the designing and making task to be undertaken The design and make task will be dependant upon the facilities in the school = Innovative teaching idea GCSE in Design and Technology: Graphics = ICT opportunity 23 of 27 Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 8 hours Topic Test preparation Topic outline Suggested teaching and homework activities Suggested resources Points to note Structure The scheme of assessment is outlined from page 23 to 29 of the specification From January 2010 test papers will be available in January and June http://www.ocr.org.uk/qualifications/gcsefor2 009/dt_graphic_comm/index.html gives a link to download the specification A student can only sit the test twice, with the highest score counting towards the qualification http://www.ocr.org.uk/qualifications/gcsefor2 009/dt_graphic_comm/index.html gives a link to download the specimen papers and mark schemes Section A consists of three questions on the technical aspects of working with materials tools and equipment Section B consists of two questions on the design of products reflecting the wider aspects of sustainability and human use. One of these questions will require a design response http://www.u2learn.com/gcse-graphicslinks.html is an example of an online revision resource Test preparation should be stimulating and varied in nature Sample questions Preparation = Innovative teaching idea 24 of 27 Explain the availability and structure of the test Work through a sample of section A and B questions with students Emphasize the need to answer the questions clearly and concisely Show specimen answers to confirm how the marks have been awarded Students should undertake a series of activities that will refresh them in terms of the understanding of this unit content = ICT opportunity GCSE in Design and Technology: Graphics Sample GCSE Scheme of Work OCR GCSE in D&T Graphics Unit A534: Technical aspects of designing and making Suggested teaching time 8 hours Topic outline Topic Suggested teaching and homework activities Sample papers Feedback and development Test preparation Suggested resources Points to note Activities can include: 1 Computer based revision 2 Quiet revision 3 Paired explanations 4 Group presentations 5 Word games… Students to take sample test papers under controlled conditions Feedback to be given to individuals and groups Identify areas of weakness to guide further preparation = Innovative teaching idea GCSE in Design and Technology: Graphics In 2009 only the specimen test papers will be available to centres but from January 2010 a past paper will be added to the OCR website every six months Centres should keep a copy of past papers and mark schemes for use in their centre It is for individual teachers to decide how best to give feedback to students = ICT opportunity 25 of 27 Sample GCSE Lesson Plan OCR GCSE D&T Graphics Unit A534: Technical aspects of designing and making Technical aspects of designing and making OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach though it will be subject to modifications by the individual teacher. Lesson length is assumed to be one hour. Learning Objectives for the Lesson Objective 1 Students to develop an understanding of what is meant by quality. Objective 2 Students to be able to distinguish between quality of design and quality of manufacture. Students to identify how the quality of a product may be effected by the materials and processes used in its manufacture. Students to research a range of marks and symbols used to inform consumers about quality. Students to be able to identify a range of marks and symbols that are used on products. Objective 3 Objective 4 Objective 5 Recap of Previous Experience and Prior Knowledge This is the first lesson of two on Quality and is part of a module on Product analysis. Students have had considerable experiencing of designing and making and have completed two of the four assessed units for a GCSE in Design and Technology: Graphics. Content Time 5 minutes 10 minutes 26 of 27 Content Warm up exercise in response to the question: What is meant by quality? Use two columns on the whiteboard to record items under the headings ‘good quality’ and ‘bad quality’. Place items/products where there is some disagreement in a middle area. Pose the question: Why are some things considered good quality and others not. Get students to write down on a slip of paper five things that they think mean a product is good quality. Group to share their thoughts through the teacher. The group will probably have lots of reasons such as cost, does not work very well… Try to group these into quality of design and quality of manufacture. GCSE in Design and Technology: Graphics Sample GCSE Lesson Plan Time 5 minutes 5 minutes 20 minutes Content Class teaching on the definitions of quality of design and quality of manufacture. Be clear (by using examples) a product can be a good design that is made badly, or a bad design that is made to a high standard but it cannot be a quality product unless it is good design and good manufacture. The materials and the manufacturing processes will have a big impact on consumer perception of quality. Pose the question: How do consumers know that something is a quality product? The class should go beyond the idea of subjective comments, such as it looks nice, and begin to think about standards. Give examples of standards and pose the questions: Why are products made to a standard? (to protect the consumer) How are standards communicated? (through marks and symbols) Class to work in groups of two to use the internet to research examples of marks and symbols showing that a product is made to a standard. The findings to be pasted into a prepared worksheet with two columns - one for the mark or symbol and one for the meaning. Students to complete the table by adding six symbols and meanings. Pair students so that those who are familiar with ‘cut and paste’ techniques can assist those who are not. Consolidation Time 5 minutes Homework Content Each group to feedback on one of the symbols that they have found, giving the symbol and the meaning. Students to edit their copy of the worksheet so that they have six symbols or marks that they understand. These should include: ISO 9000, British Standard Kite Mark, CE mark, Copyright mark, Trademarks and E Mark. The worksheet will need to be printed or electronically accessed at home. Students to add a third column to the worksheet showing common use of the symbols. This column could be completed by drawing or electronically importing an image from the internet or a digital camera. GCSE in Design and Technology: Graphics 27 of 27